Testing as a Method of Teaching and Education in the Context of Learning History

4 Discussion 
The above-mentioned algorithm helps students to develop the following skills: the ability to 
set cognitive goals, plan the ways to achieve them and choose the most effective ways to 
solve cognitive tasks, analysis and synthesis, and critical thinking. Thus, the competence of 
working with the test essentially becomes a universal cognitive educational activity.
The benefits of using testing as a teaching method include:
- addressing the test as a database, which leads to the actualization of existing knowledge, 
and the integration of information stored in long-term and operative memory;
- reduction of psycho-emotional stress when working with the test, which sometimes can 
directly affect the results of the test assignment;
- developing the skills of working with information, critical thinking, logical operations, 
methods of proof - direct and indirect, including the method of "exclusion" and the method 
of reverse logic;
- a possibility to use it in individual work, particularly in distance learning.
Thus, the main conclusions are following:
1. Considering the implementation of information technologies in the educational process, 
as well as the transition to distance learning, it is increasingly difficult to monitor students 
in their learning process. In this case, testing can act not only as a form of control but also 
as a learning mechanism.
2. It is necessary to expand the functionality of testing and, as a consequence, the attitude 
towards the test. In this case, the test will be perceived not as a goal, but as a means of 
teaching, which will reduce the students' level of emotional tension and the exploitation of 
the avoiding-failure motivation and can contribute to the reorganization of the hierarchical 
order of motives. It will change the balance in favor of the students' internal cognitive 
motives and will increase the internality of the locus of control through a deliberate 
approach to learning.
3. There is a need to develop guidelines for "learning testing": competent formulation of 
tasks, the omission of fictional answer options, adequate complexity of the test, well-
balanced answer options, and the compliance of the test with its goals and the content of the 
educational program. Adaptation of the algorithm for other educational disciplines also is 
required.
4. It is important to take into account the peculiarities of using information technologies and 
design the test work in such a way that they contribute to the development of the analytical 
abilities of students, rather than encourage cheating. The test should focus the attention of 
students on the subject of the study, and not on the possibilities of cheating the system.
5. Further research on the effectiveness of the learning testing is promising. The 
relationship between attitudes to the test and the psychoemotional state, the hierarchy of 
motives, locus of control, and student performance are among possible subjects of the 
research.
We can conclude that information technologies and distance learning inevitably lead to 
the transformation of classical pedagogical tools and methods. It is important to seek new 
ways of using them, taking into account their potential advantages, and not to fight with 
them by, for example, developing proctoring procedures, while it would be more adequate 
to change the tasks themselves to minimize the possibility of cheating.
E3S Web of Conferences 
258, 07064 (2021)
UESF-2021
https://doi.org/10.1051/e3sconf/202125807064
7

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The purpose of this article is to describe the psychological, pedagogical and 
methodological foundations of using the test as a means of teaching history and the 
algorithm for working with it, based on the aforementioned position.